Schools and districts across the United States have adopted response to intervention (RTI) as a means for both identifying and intervening with students at risk for low achievement. The validity of RTI rests largely upon teachers making appropriate instructional decisions based on students' responses to a given practice. This study was designed to explore how teachers' instructional practices relate to progress monitoring data in math in Grades 6 and 7. A total of eight teachers participated (five in Grade 6, three in Grade 7). They administered an easyCBM Common Core State Standards (CCSS) Math measure to their students monthly and provided information on their instructional practices for each student at least three times (fall, winter, and spring). Analyses included: (a) textual analyses of teachers' self-reported instructional practices, (b) multilevel growth analyses of students' math data, and (c) ordinal regression analyses of students' intercept and slope predicting the number of interventions the student received. Results indicate that self-report methods may not be sufficient to adequately address the relation between teacher practices and students' growth. Nonetheless, in Grade 6, a relation was found between students' average growth in math performance and the likelihood that they would be administered multiple interventions.